The Development of Self-Regulation across Early Childhood

Autor/inn/en	Montroy, Janelle J.; Bowles, Ryan P.; Skibbe, Lori E.; McClelland, Megan M.; Morrison, Frederick J.
Titel	The Development of Self-Regulation across Early Childhood
Quelle	In: Developmental Psychology, 52 (2016) 11, S.1744-1762 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0000159
Schlagwörter	Self Control; Young Children; Child Development; Preschool Education; Kindergarten; Grade 1; Developmental Stages; Gender Differences; Language Skills; Mothers; Educational Attainment; Longitudinal Studies; Surveys; Child Behavior; Achievement Tests; Michigan; Oregon; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Selbstbeherrschung; Frühe Kindheit; Kindesentwicklung; Pre-school education; Vorschulerziehung; School year 01; 1. Schuljahr; Schuljahr 01; Geschlechterkonflikt; Language skill; Sprachkompetenz; Mother; Mutter; Bildungsabschluss; Bildungsgut; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Survey; Umfrage; Befragung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen
Abstract	The development of early childhood self-regulation is often considered an early life marker for later life successes. Yet little longitudinal research has evaluated whether there are different trajectories of self-regulation development across children. This study investigates the development of behavioral self-regulation between the ages of 3 and 7 years, with a direct focus on possible heterogeneity in the developmental trajectories, and a set of potential indicators that distinguish unique behavioral self-regulation trajectories. Across 3 diverse samples, 1,386 children were assessed on behavioral self-regulation from preschool through first grade. Results indicated that majority of children develop self-regulation rapidly during early childhood, and that children follow 3 distinct developmental patterns of growth. These 3 trajectories were distinguishable based on timing of rapid gains, as well as child gender, early language skills, and maternal education levels. Findings highlight early developmental differences in how self-regulation unfolds, with implications for offering individualized support across children. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01